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Natalie DelportNatalie Delport

Training and skills development in the South African audio visual industry

Training and skills development in the South African audio visual industry

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Legislation: The 3 Acts Legislation: The 3 Acts South African Qualifications Authority Act No. 58 of 1995

Regulations under the SAQA Act (R452 of 1998)

NSB Regulations 1998

Skills Development Act No. 97 of 1998

ETQA Bodies Regulations 1998

Regulations of Learnerships and Skills Programmes 1999

Skills Development Levies

Act No. 9 of 1999

Regulations on the SDL Act, 1999

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Skills Development Skills Development

ETQ A

SETA

ETQ A

CHAM BE R CHAM BE R

SETA

NSA

Min ister of Labour

NSF

Public & Private Providers Public & Private Providers

Employer ProvidersEmployer Providers

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The body responsible for overseeing the development and implementation of the National

Qualifications Framework

(established in terms of the SAQA Act no. 58 of 1995)

South African Qualifications Authority (SAQA)

South African Qualifications Authority (SAQA)

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To oversee the development of the NQF, by formulating and publishing policies and

criteria for the registration of bodies responsible for establishing education and training standards or qualifications and for the accreditation of bodies responsible for monitoring and auditing achievements in

terms of such standards and qualifications.

SAQASAQA

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Consultation Panels Appointed by SAQAConsultation Panels Appointed by SAQA1. Agriculture and

Nature Conservation

2. Culture and Arts 3. Business Commerce and Management Studies

4. Communication Studies and Language

5. Education Training and Development

6. Manufacturing, Engineering and Technology

7. Human and Social Studies

8. Law, Military Science and Security

9. Health Science and Social Services

10. Physical, Mathematical, Computer and Life Sciences

11. Services 12. Physical Planning and Construction

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Standards Generation Function Standards Generation Function

P a n e l P a n e l

S G G S G A S G P

S G B S G B S G B

P a n e l

SAQ A

M inister of Education

NLRDNQF

Qualifications

Unit Standards

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According to the National Department of Education’s

Policy Document (1997), outcomes-based education

(OBE) should be driven by the outcome displayed by the learner

at the end of the educational experience

Outcomes Based Education (OBE)Outcomes Based Education (OBE)

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Recognition

Equity

Learner centered

Learning in real-life situations

Continuous integrated assessments

Self-paced learning

Flexibility

Facilitation

Critical thinking, reasoning, reflection, action

Learner responsibility

Principles of OBEPrinciples of OBE

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The NQF is a structure that organises and classifies

qualifications and competencies in South Africa.

It consists of registered unit standards and

qualifications at eight levels of learning...

National Qualifications Framework (NQF)

National Qualifications Framework (NQF)

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NQF System NQF System

StandardsStandards and Qualifications

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ETQA

SETA SETA

ETQA

CHAM BE R CHAM BE R

SETA

N S A

M INISTER OF LABOUR

P a n e l

S G A S G G S G P

S G B S G B

P a n e l

S A Q A

MINISTER OF EDUCATION

HEQC

HET

FET

Um alusi

GET

Education and TrainingPublic and Private

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NQF LEVELSNQF LEVELSEducation

bandNQFLevel Qualification Institutions

Higher

8+8765

Doctors degrees, post-doctoral research/ MastersHonors and four-year degreesFirst degrees/Higher certificates

Universities, Universities of TechnologyColleges, Private Providers,In-house/workplace training

Further 4 - Gr. 123 - Gr. 112 - Gr. 10

Further Education and Training Certificate

Schools, colleges, private providers, training centers, NGOs, in-house/ workplace training

GeneralOpen-ended

1 - Gr. 9

General Education and Training Certificate

ABET levels 1 to 4Early Childhood Development

Schools, ABET providers, independent schools, NGOs, nursery schools, private providers

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NQF PrinciplesNQF Principles1. Integration To form part of a system of learning that provides for a unifying approach to education and training

2. Relevance To be responsive to national development needs

3. Credibility To have international and national value, recognition and acceptance

4. Coherence To work within a consistent framework of principles and certification

5. Flexibility To allow for multiple ways of achieving the same learning ends

6. Standards To be expressed in terms of a nationally agreed framework and internationally acceptable outcomes

7. Legitimacy To provide for the participation of national stakeholders in the planning and coordination of standards and qualifications

8. Access To provide access to appropriate levels of education and training for all prospective learners

9. Articulation To enable learners, on successful completion of learning, to move between providers and qualifications

10. Progression To ensure that the NQF permits individuals to move through the levels of national qualifications

11. Portability To enable learners to transfer credits of qualification from one learning institution and/or employer to another

12. RPL To give credit, through assessment, to learning already acquired in different ways

13. Guidance of

Learners

To provide for counseling of learners by specially trained individuals who meet nationally recognised standards for educators and trainers

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Skills Development Levy. This is a levy (of 1%) payable and collected by the

South African Revenue Services (SARS) by employers who pay more than a certain figure of salaries per

year.

Skills Development Levy (SDL)

Skills Development Levy (SDL)

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Whether you pay R50 or R5 000 per month for Skills Development Levy,

you are entitled to get back a portion of the money you have paid in the form of

Levy Grants. A simplified form has been developed to make grants more

accessible to all companies.

Skills Development Levy (SDL)

Skills Development Levy (SDL)

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Mandatory Grants = 50 %(through WSP submission)

Discretionary Grant = TBC (Special Calls via SETA’s)

Skills Development Levy (SDL)

Skills Development Levy (SDL)

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The company training plan approved by the relevant

SETA…

Workplace Skills Plan(WSP)

Workplace Skills Plan(WSP)

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Companies with 50 or more employees (temporary and permanent employees), will complete the Workplace Skills Plan and Annual Training Report annually -

SETA provides templates.

Workplace Skills Plan(WSP)

Workplace Skills Plan(WSP)

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Quality Assurance Systems Quality Assurance Systems

International System

ISO & IIP

National Systems

SAQA and ETQAs

DOL DOE

SETA SGB

Moderation

Management

SME Assessors

Quality Assurance Systems Quality Assurance Systems

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22Assessment takes place - in the workplace

Delegate asks to be assessed

Assessment is planned

Knowledge (written/oral)

Certification by SETA

Moderated and Verified

&

Assessment of POE & Feedback to/from Learner

The Assessment ProcessThe Assessment Process

Practical (workplace)

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What is an Assessment?What is an Assessment?

Assessment is a process of identifying, gathering and interpreting information

about a learner’s achievement, as measured against nationally

agreed outcomes for a particular phase of learning

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What is an Assessment?What is an Assessment?

FOUR STEPS IN ASSESSMENT

Generating and collecting evidence of achievement

Evaluating this evidence against the outcomes

Recording the findings of this evaluation

Using this information to assist the learner’s development and improve the process of learning

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Competence Model for Assessments Competence Model for Assessments

KNOWLEDGE

Cognitive

Foundational

Head

Read

Mind

SKILL

Psychomotor

Practical

Hand

Do

Body

ATTITUDE

Affective

Reflective

Heart

Think

Soul

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Quality Assurance Function Quality Assurance Function

ETQ A

Assessm ent

M oderation

PROVIDER

ETQ A

SAQA

Min ister of Education

Quality of Learning

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Assessment Support SystemAssessment Support System

Evidence Collection Facilitators

Assessors and Assessment Designers

Verifiers

ETQA

Moderators

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Assessment

Appeal to providerModeration

Dissatisfied candidate

Appeal to SAQA

Dissatisfied candidate

Verification Appeal to ETQA

Dissatisfied candidate

Appeals ProcedureAppeals Procedure

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Types of AssessmentTypes of Assessment

FORMATIVE

Active support during learning process

Identify learner strengths and weaknesses

Provide feedback on progress

Developmental

Prepares for summative assessment

SUMMATIVE

At end of learning programme

Determines overall competence

Assessment against unit standards

To obtain credits

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Direct Indirect Historical

Observation in the workplace

Simulations

Role Plays

Case Studies

Video and Audio Tapes

Answers to Questions

Testimonials

Affidavits

References

Written Tests and Examinations

Peer Reports

Products

Certificates

Logbooks

Testimonials

References

Life Experience

Types of EvidenceTypes of Evidence

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Identify a problem and know how to solve it.

Display interpersonal skills. How does the learner relate with others?

Ability to plan his/her own activities. Is he/she organised or disorganised?

Collect, analyse and evaluate information.

Communicate verbally or in writing. Does the learner write down information like figures correctly?

Display responsibility and conscientiousness when working with tools. Care for the environment and others. Care for the safety of others.

Display awareness of the world as a set of interrelated systems.

Critical Cross-Field OutcomesCritical Cross-Field Outcomes

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Method Evidence Process

Fair Valid Systematic

Appropriate Authentic Open

Integrated into world of

workCurrent

Reliable (Consistent)

Manageable Sufficient

Assessment PrinciplesAssessment Principles

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V VALID

A AUTHENTIC

C CURRENT

S SUFFICIENT

Rules of EvidenceRules of Evidence

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Assessment MethodsAssessment MethodsMethod Strength Weakness

Observation Direct evidence, reliable,

authentic

Time consuming, stressful, intimidating to learner.

Written Tests Time saving, assess knowledge, documented evidence, authentic, easy to mark

Does not assess skill on its own. Fear of writing tests. Language problems.

Learners lack exam technique

Verbal questioning Can clarify questions, can expand on questions, can watch learner behaviour

Time consuming, stressful, inclination of assessor to lead learner.

Interviews As above. More structured, can use panel of assessors.

Stressful. Learners become skilled interviewees.

Documents Documented proof. Can assess prior achievements.

Authenticity. Relevance. Currency. Validity. Difficult to determine these.

Portfolios A collection of evidence. Structured. Referenced.

Too much irrelevant information. Unstructured. Authenticity.

Simulations Represents real-life situations. Safe.

Not the real thing. Costly to lay out.

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Format of a Unit StandardFormat of a Unit StandardU.S. title Field of

LearningAssessment Criteria

SAQA logo Issue and Review dates

Accreditation Process

U.S. number Purpose Range Statements

NQF level Learning Assumed

Essential Embedded Knowledge

Credit value Specific Outcomes

Critical Cross-field Outcomes

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Delegate asks to be assessed

Assessment is planned

Knowledge (written/oral)

Certification by SETA

Moderated and Verified

&

Assessment of POE & Feedback to/from Learner

•Application for Assessment (based on U/std or Qual ID)

•Assessment Planning•Confirm Assessment (to all parties)

•Statement of Results (SOR) from SETA•Add to NLRD

•Assessor judgement (C or NYC)•Assessor Feedback•Learner Feedback•Assessor Review•Send to Moderator•Submit to SETA

•Moderator Report •SETA Moderator Report

Practical (workplace)

•Assessment Instruments•Checklists

Assessment DocumentationAssessment Documentation

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Questions?Questions?

Facilitator: Natalie Delport / Jeniffer Maako

Cell: 082 906 0224 / 072 423 7999

Fax: 086 572 6224

E-mail: natalie@portaltolearning.co.za

jeniffer@portaltolearning.co.za

www.portaltolearning.co.zawww.portaltolearning.co.za

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SHORT COURSES:

What is a Short Course?

A short course is a type of short learning programme through which a learner may or may not be awarded credits, depending on the purpose of the programme.

A Credit-bearing short course is a type of short learning programme for which credits, in relation to the course's contribution to a particular programme, unit standard and/or (part) qualification, is are awarded. (Paraphrased from CHE, 2001:44). A credit-bearing short course contains less than 120 credits.

A Non-credit-bearing short course is a type of short learning programme for which no credits are awarded in relation to unit standards or (part) qualifications depending on the purpose and/or assessment of the programme.

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REGISTRATION OF NEW STANDARDS AND QUALIFICATIONS:

What is the difference between a qualification and a learning programme, and can a programme be registered on the National Qualifications Framework?The essential difference between a qualification and a learning programme is that a qualification is a learning outcome, and a learning programme the process one embarks upon in fulfilment of that outcome.A qualification means the formal recognition of the achievement of learning. A learning programme on the other hand is the process which one embarks upon in order to fulfil that achievement.A qualification is characterized by learning outcomes - critical cross-field and specific outcomes - which provide the learner with opportunities for further (lifelong) learning. Subject to SAQA approval, a qualification can be registered on the National Qualifications Framework. Once thus registered, the qualification becomes "public domain property". A learning programme is a provider-specific course or programme offered to learners against a particular qualification, and is subject to quality assurance by an accredited ETQA. Learning programmes, then, cannot be registered on the National Qualifications Framework.